LINKS:

Now that you’ve grouped your notes, thought about your transitions, and developed a high-powered thesis, its time to build the scaffold upon which you’ll structure your paper: the outline.

Some teachers prefer a standard 3 body paragraph format. Three is a nice number aesthetically, but there is nothing particularly magical about having three body paragraphs. Unless your teacher states that you must have a certain number of body paragraphs, don’t feel constrained by this 3 paragraph format. The number of body paragraphs you have should be determined by your research and how you grouped your notes, not by an arbitrary number. Have one main claim expressed in each paragraph.

Tip: Keep in mind that the outline needs to be flexible. Don’t feel constrained by your outline once it’s created. If you get a surge of inspiration part way through writing your paper and decide to take your paper in a new direction, go ahead and change your outline.

There are several different ways to format an outline, but the MLA method (below) is a solid way to do it. Note how easily all the previous work you’ve done (grouping your notes and thinking about transitions) slides into the outline format:

Links to sample outlines:

Sample Outline #2

Title: The FederalistPapers’ Influence on the Ratification of the Constitution

Thesis: The Federalist Papers influenced the ratification of the Constitution by making some of their most important arguments, including the importance of being in a Union by having a Constitution, answering to the objections made by the Anti-federalists about separation of powers, and defending opposing arguments made against the characteristics of the executive and judicial branch as provided in the Constitution.

I. Introduction

a. Describe The Federalist Papers are and when they started

b. Thesis:The Federalist influenced the ratification of the Constitution by making some of their most important arguments, including the importance of being in a Union by having a Constitution, answering to the objections made by the Anti-federalists about separation of powers, and defending opposing arguments made against the characteristics of the executive and judicial branch as provided in the Constitution.

II. Background

a. State when The Federalist was printed and published.

b. Discuss the intentions and purposes of The Federalist.

III. Argument for the benefit of a

a. A would guard against external dangers

b. A would guard against internal dangers

A. The “extended sphere” argument about how it will control factions. (Federalist 10)

IV. Argument of the problem with complete separation of powers

a. Anti-federalists wanted a complete separation of the judicial, executive, and legislative branches

b. The Federalist said the maxim of complete separation of powers is misunderstood. (Montesquieu)

c. The branches need some limited power of the other branches to protect themselves from encroachment of the other branches (Federalist 51)

A. The branches need to have the interests of maintaining their powers, and not letting the other branches take that away.

V. Argument for a single executive, and against a plural executive

a. Anti-federalists didn’t want a single executive, too much like a monarch

b. The Federalist need the executive to be “energetic” and a plural executive would make this impossible (Federalist 70)

A. It would take too long for the people in the executive position to make decision in an emergency, because they might disagree.

B. In a plural executive, it is hard to tell who is responsible for a wrongdoing because they can all blame each other, so a single executive would lead to more responsible behavior

VI. Argument in favor of judicial review and terms of good behavior for judges

a. Anti-federalists didn’t like judicial review and the term of good behavior

b. The Federalist argued that judicial review was necessary to protect the judicial branch from the Legislature.

c. A term of good behavior was necessary to get qualified people for the positions; it would also give them time to develop knowledge.